ABSTRACT
The study investigated the effects of use of geoboard on academic achievement and interest of primary school pupils in mathematics in Abia State, Nigeria. The study adopted a pretest, posttest quasi experimental design. The population of the study consisted of 17,230 primary six pupils made up of 8,833 males and 8,397 females. Two schools were purposively sampled out of 206 schools in Umuahia Education Zone of Abia State. Simple random sampling technique (toss of coin) was used in selecting the school that became experimental and control group as the study sampled a total of 92 pupils. 47 pupils made up the experimental group while the control group was made up of 45 pupils. The research was guided by four research questions and four hypotheses. Two validated researcher made instruments (Researcher Made Mathematics Achievement Test (RMMAT) and Mathematic Interest Scale (MIS)) with reliability coefficients of 0.63 and 0.67 respectively were used for data collection. The research questions were answered by descriptive statistics; mean and standard deviation while the hypotheses were tested using Analysis of Covariance (ANCOVA) statistic at p < 0.05 level of significance. The findings revealed a significant difference between the achievement and interest of the experimental group and control group in favour of the experimental group. It also revealed that there was no significant difference in academic achievement and interest of male and female pupils taught mathematics in the experimental group which imply that the use of geoboard is clearly independent of gender. Base on the findings, it was recommended that geoboard pupils handle themselves to construct mathematical concepts during learning of mathematics should be used in teaching mathematics especially in the area of basic plane shapes at primary school level. It was also recommended that professional bodies like Mathematics Association of Nigeria (MAN), Science Teachers Association of Nigeria (STAN) and research centers like Nigerian Educational Research and Development Council (NERDC) should incorporate the use of concrete instructional materials that give pupils participatory opportunity in the mathematics curriculum at prmary level of learning mathematics to encourage the use of concrete materials like geoboard and others in schools.
TABLE
OF CONTENTS
Title
Page i
Declaration ii
Certification iii
Dedication iv
Acknowledgments v
Table
of Contents vi
List
of Tables ix
Abstract xi
CHAPTER
1:
INTRODUCTION
1.1 Background of the Study 1
1.2 Statement
of the Problem 12
1.3 Purpose
of the Study 13
1.4 Research Questions 13
1.5 Research
Hypotheses 14
1.6 Significance
of the Study 14
1.7 Scope of the
Study 16
CHAPTER 2: REVIEW OF
RELATED LITERATURE
2.1 Conceptual Framework 17
2.1.1 The concept of
mathematics 17
2.1.2 The concept of instructional materials 19
2.1.3 Impact of concrete materials in mathematics 21
2.1.4
Geoboard on achievement and interest in geometry 23
2.1.5
Concept of academic achievement 24
2.1.6 Concept of interest 26
2.1.7 State of mathematics achievement and
interest in primary education 27
2.1.8 Current status of the teaching and
learning of mathematics 29
2.1.9 Concept of constructivism 32
2.2 Theoretical Framework 38
2.3 Related Empirical Studies 48
2.3.1 Achievement in mathematics-some approaches
that have been 48
adopted
2.3.2 Related studies
in use of instructional material on academic achievement
and interest
2.3.3 Gender differences in mathematics
achievement 54
2.3.4 Interest as a factor in academic achievement
58
2.4 Summary of the Related Literature 60
CHAPTER
3: METHODOLOGY
3.1 Design of the Study 63
3.2 Area of the Study 64
3.3 Population of the Study 64
3.4 Sample and Sampling
Technique 65
3.5 Instrumentation for Data Collection 65
3.6 Validity of the Instrument 66
3.7 Reliability of the
Instruments 66
3.8 Method of Data Collection 67
3.8.1 Experimental procedure 68
3.9 Control of Extraneous Variable 68
3.10 Method of Data Analysis 70
CHAPTER 4: RESULTS AND
DISCUSSION
4.1 Results 71
4.1.1 Research question one 71
4.1.2 Research question two 72
4.1.3 Research question three 72
4.1.4 Research question four 73
4.1.5 Hypothesis one 74
4.1.6 Hypothesis two 75
4.1.7 Hypothesis three 76
4.1.8 Hypothesis four 77
4.2 Major Findings of the Study 78
4.3 Discussion of Results 79
CHAPTER 5: CONCLUSION AND RECOMMENDATIONS
5.1 Conclusion 83
5.2 Recommendations 83
5.3 Educational
Implication of the Study 85
5.4 Limitation of
the Study 86
5.5 Suggestion for
Future Studies 86
5.6 Summary of the
Study 87
References
Appendices
LIST OF TABLES
4.1: The
mean achievement scores of pupils taught mathematics using
geoboard
and those taught without using geoboard. 71
4.2: The
mean interest scores of pupils taught mathematics using geoboard
and
those taught without the use of geoboard. 72
4.3: The
mean achievement scores of male and female pupils taught
mathematics
using geoboard. 73
4.4: The
mean interest scores of male and female pupils taught mathematics
using
geoboard. 73
4.5 Analysis
of covariance on the mean achievement scores of pupils taught
using
geoboard and those taught without using geoboard. 74
4.6 Analysis of covariance on the mean
interest scores of pupils taught
mathematics using
geoboard and those taught without using geoboard. 75
4.7 Analysis of covariance on the mean
achievement scores of male and
female pupils
taught mathematics using geoboard. 76
4.8 Analysis of covariance on the mean
interest scores of male and female
pupils taught
mathematics using geoboard. 77
CHAPTER
1
INTRODUCTION
1.1 BACKGROUND TO THE STUDY
Mathematics
is the study of relationships and patterns which can be expressed in symbolic
form. It embraces many important ideas about numbers and space which involves
problem solving activities and a very powerful way of communication. The study
of mathematics as a subject began in the 6th century BC with the
Pythagoreans, who coined the term “mathematics” from the ancient Greek word
(mathema), meaning “subject of instruction”. During Renaissance of 16th
century in Italy, new mathematical developments interacting with new scientific
discoveries were made at an increasing pace that continued through the present
day (Kalu, 2015).
The place of
mathematics in the life of any nation cannot be overemphasized because it is
linked with the place of development in that nation. According to Eze(2016),
mathematics plays a key role in national progress; and even the employment
prospects of its citizens are highly dependent on their level of mathematical
knowledge. In Nigerian National policy on education, mathematics is one of the
core subjects to be offered by all pupils and students at primary and secondary
levels of education (FGN, 2013). The compulsory nature of mathematics carries
with it the assumption that the knowledge of the subject is essential for all
members of the society.
As a subject,
mathematics affects all aspects of human life in different levels. Generally,
its study is considered as basis for the preparation of every informed citizen
of any nation and serves as determinant in numerous career choices in life
(Eze, 2016). It is important in studying and understanding Science and
Technology. Science, technology and mathematics education have been widely
acclaimed to be index of determining any nation’s socio-economic and
geo-political development (Mamman & Isa, 2018). In-spite of so much
importance attached to the knowledge of mathematics, teaching and learning of
mathematics have continued to attract varied views among learners, teachers,
mathematics educators, parents among others (Eze, 2016).
Observations and
reports from examining bodies (First School Living Certificate (FSLC),
Ministries of Educations both at state and Federal levels) revealed that a high
percentage of primary school pupils continue to perform poorly in mathematics
examinations, which may be as a result of their distaste for mathematics as a
subject (Alio & Okafor, 2018). This poor performance has been generating
much concern among parents, teachers, students and other stakeholders in the
education business. Growing distaste for mathematics by pupils in schools, which
is a major factor in pupils’ poor performance in mathematics is attaining
serious dimension. If the situation is not brought to a halt, the result may ultimately
prove injurious to our future scientific and economic development (Emaikwu,
2012, Surajudeen, 2013 and Amadi & Arokoyu,
2017). Most secondary school students view mathematics as a
problematic and abstract subject, which is as a result of difficulty in
understanding, assimilating and retaining its content taught to them in the
classroom (Ahmad, 2016). Report from the West African Examination Council
examiners (WAEC, 2017) revealed that some of the problems encountered by
learners in understanding mathematical concepts are as a result of their inability
to understand mathematical processes which is associated with the ways it is
being taught in the classroom.
Although efforts
are being made by government, researchers, mathematicians, mathematics
educators, Mathematical Association of Nigeria (MAN) and Science Teachers
Association of Nigeria (STAN) to improve mathematics education in Nigeria. Achievement
and interest in the subject have continued to be poor year after year (Eze,
2016). A number of factors have been found to have contributed to pupils’ poor
achievement and interest in mathematics at primary school level of education.
Some of these factors are lack of well trained mathematics teachers (Emaikwu &
Nworgu, 2005); ineffectiveness of teacher on content delivery (Emaikwu, 2012);
poor students’ mathematics comprehensive reading skills (Onah, 2012); students
poor study habits (Kalu, 2015); students low interest towards mathematics as
school subject (Amadi & Arokoyu 2018);
and inability of linking mathematical concept to real life application through
the use of concrete instructional materials (Durojaiye, 2018). To sum it all, Gambari
(2010) stressed that most mathematics teachers at primary and secondary schools
do not use teaching aids, and in most cases they stick to only conventional
method of teaching, thereby doing most of the talking and leaving the students
as passive listeners.
Considering the
pedagogical problems as stressed by Gambari (2010) and others, one may observe
that, in some of the primary schools in Nigeria today, in spite of the much
talked-about modern teaching approaches that are learner centered, the
traditional classroom approach still prevails especially in teaching of
mathematics. Classroom teacher still control instructional process in
mathematics classes, the content are still delivered to the entire class with
little or no contribution from learners and relevance of mathematical contents
to learners are still weak. Reports from researchers have shown that learning
and understanding of school subjects especially mathematics at primary and
secondary school levels of education have been frustrated by clumsy methods of
teaching (Gambari, 2010, Emaikwu, 2012) and inability of using instructional
materials that gives the learner the opportunity to handle and represent
concepts in real life situation (Durojaiye, 2018, Charlce-Ogan & Amadi,
2017) during teaching learning process.
The National Mathematical Centre, Abuja
(NMC, 2009) in an attempt to revamp mathematics teaching and learning at
primary and secondary school levels, successfully researched into the causes of
mass failure in mathematics and revealed among other factors, teachers’
inability to use instructional materials during teaching of mathematical
concepts as a major factor. At times, the materials are not adequately available, even the
available ones are not properly utilized due to the fact that some teachers are
not knowledgeable enough in handling some of the equipments. The inability of
classroom teachers to use instructional materials in teaching different subjects
in primary school (which is the foundational stage of education) have had a
negative impact on the side of the learners (Mkpa, 2017). The negative impact
have created the need for teachers to provide activities which will help the
child at primary stage of education develop intellectually through the use of
those approaches that will arouse` their interest and give them participatory
opportunities since education has become wide spread and as such, exclusive
oral teaching cannot be the key to successful pedagogy. Construction and usage
of instructional materials in concrete form that learners can handle during
learning process may therefore play a crucial role in teaching and learning of
mathematical concepts especially at primary school level which is the
foundational level of education system.
Mathematics being
the basic foundation for economic and technological development requires solid
foundation at primary stage of education (FGN 2013). It is a well known fact
that sound educational foundation is the base for effective economic and technological
take off of any nation. Primary education is given in schools for children 6-12
years and above. Since the rest of education system is built upon it, primary
level of education is the key to success or failure of the other levels of education.
Primary education creates opportunity for each child to acquire a basic
education which will enable him function efficiently and creatively in his
environment (Nwachukwu, 2004). Teaching at this level of education requires the
engagement of well trained teachers who will develop pupils with the required
knowledge to attain national educational objectives, especially in the area of
economic and scientific development.
Nigerian National
Policy on Education emphasized that primary education should lay a sound basis
for economic, scientific and reflective thinking as well as provide the child
with basic tools for further educational advancement including preparation for
trades and crafts of the locality. Laudable achievement in economic and technological
development can never be met if the potential scientists, engineers and
technologists are not equipped with sound knowledge of mathematics at primary
level of education; it is the Nigerian child’s stepping-stone which will serve
as a spring board to acquisition of higher mathematical skills required for
economic and scientific relevance. Equipping learners with tools needed to
investigate, inquire, think, conclude and to be mathematically confident in
this highly competitive economic and technological world starts from the
primary school (FRN, 2013).
Developing
mathematical ability of the pupils entails addressing the teaching process in
mathematics. Doing this will require a sustained long-term commitment from
teachers who will engage in active learner-centered instructional practices
that will provide academically challenging experiences for all pupils
irrespective of their ability, motivation and academic track (Onyeka & Charles-Ogan 2018). At
primary level of education, construction and usage of concrete materials designed
to arouse the interest of pupils and as well improve their performance towards
the learning of science related subjects including mathematics may play
important role in learning of subjects. This is in line with constructivist
ideology of learning as well as one of the stages of Jean Piaget’s Theories of
cognitive development called “concrete operational stage”.
In
Piaget’s “Concrete operational developmental stage for children 7-11years”
which falls within the age of primary school pupils, he found that children are
able to learn and solve problems in logical fashion through the use of concrete
materials in their environment and that the use of active methods (hands-on
materials) which gives scope to spontaneous research by the child helps her/him
rediscover or reconstruct what is to be learned "not simply imparted to
him" (Neboh, 2015). They understand the laws of
conservation and are able to classify and seriate what they learnt through the
use of concrete materials they handle.
The use of concrete materials that
children handle during teaching and learning at the primary school level may
help learners to explore, experiment, create and interact with their
environment intensively. This appears to suggest that it can improve thinking
skills of children through improved spatial visualization skills using hands-on
learning which can help them learn concepts that may otherwise be rather
abstract. This is in line with one of the goals of Nigerian National Policy on
Education that states that “Education at primary level should give the child
opportunities for developing manipulative skills that will enable the child
function effectively in the society within the limits of the child’s capacity”.
To achieve this may require the use of concrete instructional aids which are
designed to give learners participatory opportunity and develop their
manipulative skills during teaching learning process.
Seeing, touching and listening are
characteristics of instructional materials for human learning in this 21st
century. Aramide and Bolarinwe (2010) in their opinion said that, instructional
materials in concrete forms have the potential for enhancing pupils learning. Concrete
instructional materials as the name implies are aids which are used by the teacher
to help him/her communicate his/her ideas to the pupils in order to increase
understanding of the subject content. Its role in teaching and learning is one
of the most important and widely discussed issues in contemporary education
policy. Mathematical concrete instructional materials(such as geoboard,
geometric rods, algebra tiles, place
value blocks, pattern blocks, tiles, cubes and many more) are designed to assist learners in making
connections between abstract mathematical concepts and its real world
applications. No wonder since sixties till date, the use of concrete materials
that children handle during learning was often justified on the basis of this
ancient Chinese proverb:
I hear and I
forget
I see and I
remember
I do and I
understand.
Mathematics as one of the subjects that requires
instructional materials for its teaching and learning is divided into
Arithmetic, Algebra, Statistics and Geometry at primary school level.
Geometry is a
branch of mathematics that deals with the study of shape, size and the property
of space. The relevance of geometry in life has awarded it a central place in
all mathematics curriculums. It has become the fulcrum on which major
scientific and technological innovations hinge. Geometry is used by many in
various fields. The engineers use the knowledge of geometry to design and build
houses and also to construct bridges and roads. Geometry is also important in
learning other branches of Mathematics like number and numeration and
introductory calculus. Students or learners who are good at geometry have
potential abilities to solve many of the societal problems whether social,
economic, technological and so on. According to Steven in Prakash (2013), in early
civilization of Babylonians and Egyptians geometrical concepts were used in
everyday lives to do many things like; building structures such as the
pyramids, plot square corners of fields and so on. Its knowledge helps a child
in the development of aesthetics around his environment as well as inductive
reasoning skills.
Geometry is taught
in schools right from primary to the tertiary level (Yosoff, 2013). Owing to
the aforementioned, it is obvious that the importance of geometry in everyday
life cannot be over emphasized. It is because of this importance that geometry
is included as one of the core topics in primary and secondary school
mathematics curriculum. Because of wide applications of Geometry in abstract
reasoning, geometric question seems to be extensively emphasized in school
curriculum (Yosoff, 2013).
Despite the importance of this branch of
mathematics, Telina (2016) observed that geometry is one aspect of mathematics
that is mostly dreaded by students. The researcher added that, it is an area of
mathematics where students find difficult to learn and understand and have led
to low achievement and interest in mathematics. In the same vein, a close
analysis of the past First School Leaving Certificate Examination (FSLCE) and
Senior Secondary Certificate Examination questions revealed that geometric
questions have dominated for more than 10years now (Telina, 2016). To emphasize
on this point the researcher found that, the West African Senior Secondary
Certificate Examination chief examiner’s report (WASSCE 2015) revealed that
errors students commit in answering geometric questions have been responsible
for the mass failure of students in Senior School Certificate mathematics
examination. The above report is clear indication that achievement and interest
of learners in mathematics in area of geometry have not been encouraging.
However, geometry is
the branch of mathematics in which visualization is one of the most essential
elements for understanding its definitions and theorems, as well as solving the
given tasks and problems. It is one of the mathematical
concepts that mostly require concrete materials such as geoboard for its
teaching and learning at primary level of education. Geoboards were invented by
an English mathematician, Caleb Gattegno (1911 – 1988). The geoboard was
designed as manipulative (hands on) tool for teaching geometry in schools, (Williams,
1999). As a learning tool, it provides a means to act upon it and can be used
as cognitive scaffold that facilitates the extension of knowledge (Salomon
& Perkins in Mclnerneyn & Mclnerney, 2009). Through using geoboards,
students cannot only work towards space and geometric outcomes but also be
engaged in working mathematically (board of studies New South Wales, 2002). Geoboard
is versatile and can be used at all levels for teaching and learning about
different areas (geometry, algebra among others) in mathematics.
Teaching of geometry with concrete
instructional materials such as geoboard at primary school level of education
may help in building strong mathematical foundation which will foster easy
understanding of the basic facts such as angles, plane shapes, lines, line
segments, curves in geometric figures (plane shapes) and may also helps in
understanding the basic facts about geometric transformation such as
reflection, rotation and translation. It then means that, for geometry to be
effectively communicated there is need to apply teaching aids in concrete forms
that will assist the teacher in making connection between its abstract nature
and real life application. When the pupils use and interact with such concrete
instructional materials like geoboard and interact with one another, learning
may become interesting and achievement enhanced.
Achievement according to new Webster’s dictionary (2016),
means to reach a required standard of performance, or to carry out a task
successfully. In the context of this study, achievement refers to cognitive
achievement of students which is measured in terms of passes in teacher-made
test/standardized test in mathematics. It involves the determination of the
degree of performance and attainment of individuals in tasks, courses or
programmes to which the individuals were sufficiently exposed. Hence, the researcher
upholds the view that, student’s academic achievement entails successful
academic progress attained through effort and skill (Okpala, 2015). The
academic achievement of primary school pupils in mathematics have not been
encouraging (Alio and Okafor 2018).
The persistent poor achievement and continuous show of low interest by pupils
and students in mathematics makes it paramount to seek for other alternative
strategies for teaching the subject so as to improve their understanding,
achievement and interest.
Interest according to Imoko and Agwagah (2006) is a
subjective feeling of concentration or persisting tendency to pay attention and
enjoy some activities or content. It is the feeling of intentness, concern or
curiosity about an object (Obodo in Alio
and Okafor 2018). It can also be regarded as the condition of being
eager to know or learn about something. Interest is an important variable in
teaching and learning of mathematics. This is because when a pupil becomes
interested in an activity, he/she is likely to be more deeply involved in that
activity. Okigbo and Okeke (2011) noted that a child may be intellectually and
physically capable to learn, but he/she may never learn until his/her interest
is stimulated. Once the interests of learners are stimulated, they will
continue to learn as long as their teacher is capable of sustaining their
interest in the subject matter. Okigbo and Okeke (2011) also exposed that
interest is a mother of attention, and once there is direct interest, attention
is guaranteed and learning is assured. Obodo (2004) stated that one way of
generating students’ interest in mathematics is by relating mathematics to real
life. This is why Iji, Ogbole and Uka, (2014)
stated that it is mandatory for mathematicians and mathematics educators to
continually evolve adequate and appropriate strategies of inculcating the
knowledge of mathematics into the present and generations yet unborn. Therefore,
mathematic teachers are saddled with the responsibility of making mathematics
as realistic as possible through the use of concrete instructional materials
such as geoboard which are designed to help teachers give learners
participatory opportunity during teaching of mathematical concepts irrespective
of their ability or gender.
Studies earlier conducted reported that
boys have more interest and performed better than girls in mathematics (Asante,
2010). However, some literature search reported that female students performed
better than male students exposed to mathematics tests (Sambo 2015 and
Unodiaku, 2015). No significant difference in mathematics achievement and
interest between males and female students were also reported (Ogbonna, 2007, and
Unodiaku, 2013). These inconsistency reports on males and females superiority
in mathematics achievement and interest appear inconclusive. This study is
aimed at clarifying these notions.
In as much as all science and technology
based courses and programmes are highly dependent on mathematics, and geometry
playing a vital role in human existence, efforts should be made towards the
development of learning activities that will engage learners during teaching
and learning of mathematical concept at all levels of education, in order to
improve academic achievement and interest among learners in the subject
irrespective of their gender among other factors. Hence, the need to investigate
the effects of use of geoboard on academic achievement and interest of primary
school pupils in mathematics.
1.2 STATEMENT OF THE PROBLEM
Mathematics education has
become the engine room of science and technology as well plays important role
in every nation’s economic and technological development. However, there is
evidence of poor achievement and interest amongst pupils and students in
mathematics as revealed by various research works and literatures (Gambari,
2010, Durojaiye, 2018, Emaikwu, 2012) especially
in area of geometric concept whose applications cut across almost all areas of
human endeavor. Many pupils and students find it difficult in understanding
mathematical concepts at primary and secondary school levels due to the way its
contents are being delivered to them by mathematics teacher especially in area
of geometry. Poor presentation of geometric concept by some teachers coupled
with low interest of students towards Mathematics as a subject has led to their
poor achievement both in internal and external examinations which is evidenced
in Chief Examiner’s WAEC report (2015).
Various attempts have been made to solve the challenges faced
by pupils and students in understanding mathematical concepts, but the problem
still persists. Researches by Gambari, (2010) and Durojaiye, (2018) have shown
that among the causes of poor academic achievement and interest of learners in
various subjects, especially in Mathematics, teachers’ effectiveness in the use
of instructional materials is of most important influence. This is against the
ideology of Jean Piaget whose major work on cognitive developmental stages of
learning, made us to understand that at the foundational stage of learning,
concretizing what is to be learnt helps a child in acquisition of knowledge. The researcher therefore tend to find out if using geoboard
(a concrete instructional material that gives learners participatory
opportunity) will have any significant effect on primary school pupils’
academic achievement and interest in mathematics which is the foundational
level of education system. Hence, important question for which answers is
sought in this study is: what are the effects of using geoboard on academic
achievement and interest of primary school pupils in mathematics?
1.3 PURPOSE OF THE STUDY
The general purpose of this study was to
examine the effects of using Geoboard on academic achievement and interest of
primary school pupils in mathematics.
Specifically,
the study seeks to:
i.
determine the
effect of using Geoboard on academic achievement of pupils in mathematics;
ii.
determine the
effect of using geoboard on the interest of pupils in mathematics;
iii.
determine the
differential effect of using Geoboard on academic achievement of male and female pupils in mathematics;
iv.
determine the
differential effect of using Geoboard on interest of male and female pupils in
mathematics;
1.4 RESEARCH
QUESTIONS
The following research
questions were posed to give direction to the study:
1.
What are the mean achievement scores of pupils taught mathematics in experimental
group and control group?
2.
What are the mean interest scores of pupils taught mathematics in experimental
group and control group?
3.
What are the mean achievement scores of male and female pupils taught
mathematics in experimental group?
4.
What are the mean interest scores of male and female pupils taught mathematics in
experimental group?
1.5 HYPOTHESES
The following null hypotheses
(H0) were tested at 0.05
level of significant in the study:
HO1 There is no
significant difference between the mean achievement scores of pupils taught
mathematics in experimental group and control group.
HO2 There is no significant difference between the mean
interest scores of pupils taught mathematics in experimental group and control
group.
HO3 There
is no significant difference between the mean achievement scores of male and
female pupils taught mathematics in experimental group.
HO4 There is no significant difference between the mean
interest scores of male and female pupils taught mathematics in experimental
group.
1.6 SIGNIFICANCE
OF THE STUDY
The findings of this study when
published may be of great benefit to teachers, Pupils, authors, researchers,
government and school administrators.
If the result of this study
shows that the use of geoboard in teaching mathematics at primary level of
education enhances pupil’s achievement as well increases interest in
mathematics, it would then motivate teachers to use concrete instructional materials
that gives pupils participatory opportunity in teaching mathematics.
The outcome of the study may
help pupils in understanding the impact of geoboard and other concrete
instructional materials on their academic achievement and interest in
mathematics and also help them in understanding relevance of mathematical
knowledge and its applications in their environment. This study would reveal to
the pupils/students the various interesting activities they should be involved
in while studying mathematical concepts especially in geometry. This could
stimulate and retain their interest in the subject. The findings of the study
would also equip pupils/students with better and adequate knowledge of how best
to study mathematical concepts. From the findings of this study the pupils/students
would learn to make better use of their leisure times by engaging in useful
mathematical activities.
Specifically the findings of
the study would among other things, specify the type of activities that are
learner-centered and of interest to pupils/students, of which if included in
the textbooks they use, it will make such textbooks more beneficial to learners.
Based on the findings, workshops and seminars on how to use concrete
instructional materials in teaching different topics in mathematics to enhance
better performance in the subject could then be sponsored and organized by
government and relevant professional bodies.
The outcome of the result
would likely motivate school administrators, school authorities, heads of
schools and government to appreciate the relevance concrete instructional
material in teaching and learning of mathematics and ensure that the materials
are made available for teaching of any mathematical concepts.
Finally if the present study
establishes the efficacy of using geoboard in enhancing students’ interest and
achievement in mathematics, then the result could trigger off more researches
and innovations in mathematics teaching especially on areas not covered during
the present study. Future researchers who might wish to conduct research in
some areas related to the present study may benefit from the findings of the
study which will serve as reference material.
1.7 SCOPE OF THE STUDY
The study was delimited to primary six
pupils in Abia State, Nigeria. Primary six pupils were used for the study
because of their level of understanding and exposure in primary school
mathematics curriculum on the area of the topic to be covered during the
present study.
This study focused on examining the effects
of Geoboard on academic achievement and interest in geometry at primary level
of education. In terms of contents coverage, the researcher selected from a
unit in mathematics curriculum of Abia State Universal Basic Education Board
for primary school mathematics (ASUBEB, 2018). The content scope includes the
following.
1. Basic
plane shapes and its properties (square, rectangle, and triangle).
2. Perimeter
of basic plane shapes (square, rectangle, and triangle).
3. Area
of basic plane shapes (square, rectangle, and triangle).
4. Properties,
circumference (perimeter) and area of a circle.
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